Passage 1:
文本： Who studies children's literature and what is it that they study? The answers to this question are complex and messy, because of the many confounding factors which exist in this field.
文本： Who studies children's literature and what is it that they study? The answers to this question are complex and messy, because of the many confounding factors which exist in this field.
Passage 2:
Firstly, unlike literature for adults, children's literature is not generally written by its own readers. Adults write for children, and thus adult perceptions of what children are - and of what they could and should be- become woven into the literature.
Firstly, unlike literature for adults, children's literature is not generally written by its own readers. Adults write for children, and thus adult perceptions of what children are - and of what they could and should be- become woven into the literature.
Passage 3:
Furthermore, some of those who study children's literature (and those who write certain kinds of children's books) are less interested in literary values than in the kinds of lessons it can teach - either in terms of creating better children or in terms of serving a particular curriculum. The issue of how a teacher can 'use' a children's book is often contentious, but even outside the classroom, much material for children is still didactic.
Furthermore, some of those who study children's literature (and those who write certain kinds of children's books) are less interested in literary values than in the kinds of lessons it can teach - either in terms of creating better children or in terms of serving a particular curriculum. The issue of how a teacher can 'use' a children's book is often contentious, but even outside the classroom, much material for children is still didactic.
Passage 4:
Thirdly, while almost all literature is currently promoted within a strong commercial matrix, children's literature is often especially targeted for marketing initiatives. This fact means that readers are often recruited with a message that is negligibly literary and significantly oriented to ideas of consumption. Daniel Hade (2002) has raised useful questions about whether children's experience of reading is altered when their books are part of a larger marketing framework involving the movie, the game and the toy of a popular children's book. How children perceive and respond to their stories in this new context is an important question.
Thirdly, while almost all literature is currently promoted within a strong commercial matrix, children's literature is often especially targeted for marketing initiatives. This fact means that readers are often recruited with a message that is negligibly literary and significantly oriented to ideas of consumption. Daniel Hade (2002) has raised useful questions about whether children's experience of reading is altered when their books are part of a larger marketing framework involving the movie, the game and the toy of a popular children's book. How children perceive and respond to their stories in this new context is an important question.
📝 题目要求
找出文本中的逻辑关系词,并写出对应的逻辑类型
找出文本中的逻辑关系词；并写出所对应的逻辑类型：
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✅ 参考答案与解析
答案： 1. because of：因果（解释答案复杂混乱的原因） 2. Firstly：并列（列举第一个混杂因素） 3. thus：因果（表示"成年人写作"这一事实导致的结果） 4. Furthermore：并列（引入并列举第二个混杂因素） 5. than：对比（对比"文学价值"和"教育意义"两种关注点） 6. but：转折（承认争议存在，但转折指出说教性材料普遍存在） 7. Thirdly：并列（列举第三个混杂因素） 8. while：让步（承认所有文学都有商业背景，但主句强调儿童文学在此方面尤甚）